Tarleton State University’s Expected Lesson Cycle

Clinical Teacher’s Name: Sophia Mack Subject/Grade: 5th Grade Math

TEKS Addressed:
(3) Number and operations. The student applies mathematical process standards to develop and
use strategies and methods for positive rational number computations in order to solve problems
with efficiency and accuracy. The student is expected to:

(G) solve for quotients of decimals to the hundredths, up to four-digit dividends and
two-digit whole number divisors, using strategies and algorithms, including the standard
algorithm;

LESSON OBJECTIVE Addressed:

Students will demonstrate knowledge of division steps and how to apply them when working
with decimals by actively participating in a relay race activity and answering practice problems
with 80% mastery.
CCRS Addressed:
I. Numeric Reasoning
B. Number operations
1. Perform computations with real and complex numbers.
a. Add, subtract, multiply, and divide real numbers accurately, including
irrational numbers, numbers with exponents, and absolute value.
VIII. Problem Solving and Reasoning
C. Real world problem solving
1. Formulate a solution to a real-world situation based on the solution to a
mathematical problem.
a. Formulate a solution to a real-world situation based on the solution to a
mathematical problem.
b. Convert given information into an appropriate mathematical model.
c. Interpret results of the mathematical problem in terms of the original
real-world situation.
ELPS Addressed:

(1) Cross-curricular second language acquisition/learning strategies. The student is expected to:

(A) use prior knowledge and experiences to understand meanings in English;

 Tarleton State University’s Expected Lesson Cycle

(B) monitor oral and written language production and employ self-corrective techniques
or other resources;

(C) use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;

(D) speak using learning strategies such as requesting assistance, employing non-verbal
cues, and using synonyms and circumlocution (conveying ideas by defining or describing
when exact English words are not known);

(E) internalize new basic and academic language by using and reusing it in meaningful
ways in speaking and writing activities that build concept and language attainment;

(F) use accessible language and learn new and essential language in the process
Technology Application (taken from the TEKS):
(2) Communication and collaboration. The student collaborates and communicates both locally
and globally using digital tools and resources to reinforce and promote learning. The student is
expected to:

(C) collaborate effectively through personal learning communities and social

environments;

(D) select and use appropriate collaboration tools;

Materials and Resources Needed

Smartboard
Problem Sheet
Pencil
Whiteboard
Dry-Erase Markers
Chart Paper

Lesson Cycle Component Estimated Checks for understanding,

Time questioning, monitoring,
adjusting, Assessing
Focus:
(What is the content? What is the learner doing, What is the 5 minutes Explain to students that for this
teacher doing?) lesson they will be learning how to
divide decimals by whole numbers.

Ask students to give several

examples of when they might need
to divide decimals. Take several
 Tarleton State University’s Expected Lesson Cycle

examples. Remind them that money

is represented as a decimal.

Give students an example to think

about. Example: You and your two
friends ran a lemonade stand. You
made $63.12. How much money
would each person get?

Write the problem out on the board

and explain the steps for solving it.

Key Words: Dividend, Divisor

Explanation and Check for Understanding:

(What is the content? What is the learner doing, What is the 15 minutes Go back to the problem written on
teacher doing?) the board.

Explain that the first step is to write

a decimal point where the quotient,
or the answer to a division problem,
will be, directly above the decimal
point in the dividend.

Tell students that the rest of the

problem is just like a long division
problem with whole numbers.

Acronym: Dad, Mom, Brother,

Sister (Divide, Multiply, Bring
Down, Subtract)

Work out the problem on the

Smartboard, being sure to model
your thinking process.

Give two more examples and have

students walk you through the
division steps.

Lesson Cycle Component Estimated Checks for understanding,

Time questioning, monitoring,
adjusting, Assessing
Guided Practice and Check for Mastery:
(What is the content? What is the learner doing, What is the 15 minutes Students will do a relay race to
teacher doing?) solve decimal division problems.
They will get into groups of four
and each person will have a
different task: divide, multiply,
bring down, and subtract.
 Tarleton State University’s Expected Lesson Cycle

The "divide" person will begin by

writing the problem on the
whiteboard or chart paper. The rest
of the group will line up behind
them in order of their tasks.

When you say "go," the person

dividing will complete the first step
of the problem. They will then hand
the marker to the next person, who
will complete her task. This will
continue until the problem is
solved. The entire group will sit
down when the problem is
complete to show the teacher they
are finished.

Teammates are allowed to help the

person completing the task,
however, they are not allowed to
leave their line or yell.

In order to win the game a team

must not only be the first to solve
their problem, but they must also
have the correct answer.

Lesson Cycle Component Estimated Checks for understanding,

Time questioning, monitoring,
adjusting, Assessing
Independent Practice and Monitor
(What is the content? What is the learner doing, What is the 15 minutes Students will complete a problem
teacher doing?) sheet in order to show
comprehension of the steps
involved with dividing decimals.

They will work out decimal

division problems and explain their
thinking process using sentence
frames.

"First, I ____. The number I got

was ____."
"Then, I ____. The number I got
was ____."
"Next, I____. The number I got was
____."
"The last thing I did was ____."
 Tarleton State University’s Expected Lesson Cycle

Possible words for the word bank

may include the vocabulary terms
and the words "divide," "multiply,"
"bring down," and "subtract."

Extension (as needed) Aligned with Objective:

(What is the content? What is the learner doing, What is the 10 minutes Challenge students to write their
teacher doing?) own word problems that require
dividing decimals by whole
numbers. Students can trade their
problems with a classmate and
solve them.

Intervention (as needed) Based on Mastery:

(What is the content? What is the learner doing, What is the
teacher doing?)
15 minutes Students who struggle with factors
and multiplication facts can use a
multiplication chart to help them
work through the problems. These
students could also have an
example problem worked out for
them to refer to as they complete
problems.

Closure:
(What is the content? What is the learner doing, What is the 5 minutes After the relay race, ask students
teacher doing?) what the most difficult part of it
was for them. Have students
explain how the activity helped
them and what they learned.